2016 – 2017
Florida Department of Education
Curriculum Framework 

Program Title:	Game/Simulation/Animation Advanced Applications
Program Type:	Career Preparatory 
Career Cluster:	Information Technology

Secondary – Career Preparatory	
Program Number	8208400	
CIP Number	0550041117	
Grade Level	9-12, 30, 31	
Standard Length	1 credit	
Teacher Certification	BUS ED  1 @2
COMPU SCI  6
COMM ART @7 7G
TV PRO TEC @ 7 7G	
CTSO	FBLA
BPA	
SOC Codes (all applicable) 	15-1199 – Computer Occupations, All Other	
CTE Program Resources 	http://www.fldoe.org/academics/career-adult-edu/career-tech-edu/program-resources.stml	

Purpose

This program is designed to prepare students for employment as a Game/Simulation Project Manager.  

The content includes but is not limited to a capstone opportunity for students to learn and apply principles of project management, team-building, scheduling, coordination and budgeting to create a complete game or simulation product.

Additional Information relevant to this Career and Technical Education (CTE) program is provided at the end of this document.

Program Structure

This program is a planned sequence of instruction consisting of a single capstone course with one occupational completion point.  A student who completes the applicable competencies may exit as an occupational completer. 

The following table illustrates the secondary program structure:

OCP	Course Number	Course Title	Length	SOC Code	Level	Graduation Requirements	
A	8208400	Game, Simulation, & Animation Advanced Applications	1 credit	15-1199	2	VO	
(Graduation Requirement Abbreviations- EQ= Equally Rigorous Science, PA= Practical Arts, EC= Economics, VO= Career and Technical Education)

Academic Alignment Table

Academic alignment is an ongoing, collaborative effort of professional educators specializing in the fields of science, mathematics, English/language arts, and Career and Technical Education (CTE). This initiative supports CTE programs by improving student performance through the integration of academic content within CTE courses. Career and Technical Education courses that have been aligned to the Next Generation Sunshine State Standards for Science and the Florida Standards for Mathematics and English/Language Arts will show the following data: the quantity of academic standards in the CTE course; the total number of standards contained in the academic course; and the percentage of alignment to the CTE course.

Courses	Anatomy/ Physiology 
Honors	Astronomy     Solar/Galactic Honors	Biology 1	Chemistry 1	Earth-Space Science	Environmental Science	Genetics
Honors 	Integrated Science 1	Marine Science 1 Honors	Physical Science	Physics 1	
8208400	#	#	#	#	#	#	#	#	#	#	#	
**   Alignment pending review    						#   Alignment attempted, but no correlation to academic course

Courses	Algebra 1	Algebra 2	Geometry	English 1	English 2	English 3	English 4	
8208400	#	#	#	#	#	#	#	
**   Alignment pending review    			#   Alignment attempted, but no correlation to academic course

The Game, Simulation, & Animation Advanced Applications program must include the following components:

Pre-Project Planning Conference:  The teacher and all team members must participate in a pre-project planning conference, which is essential to designing advanced learning experiences that are appropriate for each individual's learning needs and career interests.  It is critical that all parties involved understand and agree on time schedules, expectations, advanced learning applications and evaluation criteria.

Project Criteria:  The following criteria shall be met when choosing the Game, Simulation, & Animation Advanced Applications project:

The project must allow experiences that utilize both skills and knowledge directly related to the student's career interests and the Game, Simulation, & Animation Education program in which the student is enrolled or has completed.

The project must provide opportunities for members to experience a high level of interactivity related to the challenges of learning and applying advanced skills.

The project must provide a safe and ethically sound environment with up-to-date facilities and equipment.

Each student must maintain a journal with daily entries describing:

(a)	Time spent on the project (log in and log out)
(b)	Description of the activity for the period(s)
(c)	Materials/equipment/fixtures used
(d)	Problems identified
(e)	Possible solutions to problems identified
(f)	Work accomplished
(g)	Solutions attempted
(h)	Solutions that failed
(i)	Which led to a new problem statement
(j)	Video or Still Images of the project as it progresses.
(k)	Plans, sketches, drawings, patterns, fixtures or other documentation of components designed or created

Each student will be expected to maintain a portfolio of the project according to the standards contained in this curriculum framework.

A progress report at mid-term will be given by each student to include a written research paper, that describes the area of investigation and an oral presentation to the remainder of the class and instructor or supervising faculty team, on the progress of the project, and all work accomplished.  The progress report will be the basis for the mid-term evaluation grade.
A final oral progress report presentation at the end of the course will be given by each student or team that includes:
(a)	a review of the portfolio and the journal,
(b)	a demonstration of the project’s final product
(c)	results
(d)	problems identified and solutions that worked or did not work, and
(e)	a conclusion.

The final progress report will be the basis for the final exam evaluation grade.

When offered for multiple credits, the student should have varied learning experiences in order to provide maximum education exposure.

The course may be supervised by a faculty team consisting of the members of the faculty who will be granting the multiple credit(s) if that is the case.

Project Experience:  This component shall provide a match between the student's career interests and a project based situation that will provide exposure to the broad aspects of the selected industry.  The assigned tasks should allow a progression and rotation through experiences requiring a variety of knowledge, skills and abilities at increasingly higher levels related to the student's studies and career interests.

Supervision:  Teacher-coordinators of the Game, Simulation, & Animation Advanced Applications project must monitor and support learning. Students must also be evaluated a minimum of once per grading period by the teacher-coordinator. The evaluation should assess how well the student is progressing toward goals established by the teacher-coordinator. Portfolio assessment, orchestrated by the teacher-coordinator, is a recommended method of student assessment.

Florida Standards for Technical Subjects 

Florida Standards (FS) for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects are the critical reading and writing literacy standards designed for grade 6 and above. These standards are predicated on teachers of history/social studies, science, and technical subjects using their content area expertise to help students meet the particular challenges of reading, writing, speaking, listening, and language in their respective fields. It is important to note that the 6-12 literacy standards in history/social studies, science, and technical subjects are not meant to replace content standards in those areas but rather to supplement them.

This curriculum framework incorporates the grades 9-10 reading and writing literacy standards in the first two courses of this CTE program and grade 11-12 reading and writing literacy standards in the third and fourth courses of this CTE program. The standards for Mathematical Practices describe varieties of expertise that educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education. This curriculum framework incorporates the appropriate mathematical practices in the first four courses of this CTE program.  

Florida Standards for English Language Development (ELD)
English language learners communicate for social and instructional purposes within the school setting. ELD.K12.SI.1.1 

English Language Development (ELD) Standards Special Notes:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting.   For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: http://www.cpalms.org/uploads/docs/standards/eld/SI.pdf.
For additional information on the development and implementation of the ELD standards, please contact the Bureau of Student Achievement through Language Acquisition at sala@fldoe.org.

Common Career Technical Core – Career Ready Practices

Career Ready Practices describe the career-ready skills that educators should seek to develop in their students.  These practices are not exclusive to a Career Pathway, program of study, discipline or level of education.  Career Ready Practices should be taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study. 

1. Act as a responsible and contributing citizen and employee. 

2. Apply appropriate academic and technical skills. 

3. Attend to personal health and financial well-being. 

4. Communicate clearly, effectively and with reason. 

5. Consider the environmental, social and economic impacts of decisions. 

6. Demonstrate creativity and innovation. 

7. Employ valid and reliable research strategies. 

8. Utilize critical thinking to make sense of problems and persevere in solving them. 

9. Model integrity, ethical leadership and effective management. 

10. Plan education and career path aligned to personal goals. 

11. Use technology to enhance productivity. 

12. Work productively in teams while using cultural/global competence. 

Standards

After successfully completing this program, the student will be able to perform the following:

01.0	Methods and strategies for using Florida Standards for grades 09-10 reading in Technical Subjects for student success in Game/Simulation/Animation Advanced Applications. 
02.0	Methods and strategies for using Florida Standards for grades 09-10 writing in Technical Subjects for student success in Game/Simulation/Animation Advanced Applications.
03.0	Methods and strategies for using Florida Standards for grades 09-10 Mathematical Practices in Technical Subjects for student success in Game/Simulation/Animation Advanced Applications.
04.0	Complete a skills inventory.
05.0	Demonstrate acceptable work values.
06.0	Demonstrate the ability to identify and solve problems.
07.0	Successfully work as a member of a team.
08.0	Manage time according to a plan.
09.0	Keep acceptable records of progress, problems and solutions.
10.0	Plan, organize and carry out a project plan.
11.0	Manage resources.
12.0	Use tools, materials, and processes in an appropriate and safe manner.
13.0	Demonstrate an understanding of the game and simulation development process.
14.0	Demonstrate appropriate scientific content related to the project.
15.0	Demonstrate appropriate mathematics content related to the project.
16.0	Research content related to the project and document the results.
17.0	Use presentation skills, and appropriate media to describe the progress, results and outcome of the experience.
18.0	Demonstrate competency in the area of expertise related to the Game, Simulation & Animation education program previously completed that this project is based upon.

2016 – 2017
Florida Department of Education
Student Performance Standards

Course Title: 		Game, Simulation, & Animation Advanced Applications
Course Number: 	8208400
Course Credit:	1

Course Description:

This is a project-based capstone course to provide Game, Simulation & Animation students with the opportunity to develop a project from vision to reality.  Students work in teams to research, plan, design, create, test, redesign, test again, and then produce a finished game or simulation product.

Florida Standards	Correlation to CTE Program Standard #	
01.0	Methods and strategies for using Florida Standards for grades 09-10 reading in Technical Subjects for student success in Game/Simulation/Animation Advanced Applications.		
01.01	Key Ideas and Details		
01.01.1	Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
LAFS.910.RST.1.1		
01.01.2	Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
LAFS.910.RST.1.2		
01.01.3	Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
LAFS.910.RST.1.3		
01.02	Craft and Structure		
01.02.1	Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.
LAFS.910.RST.2.4		
01.02.2	Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
LAFS.910.RST.2.5		
01.02.3	Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.
LAFS.910.RST.2.6		
01.03	Integration of Knowledge and Ideas		
01.03.1	Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
LAFS.910.RST.3.7		
01.03.2	Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.
LAFS.910.RST.3.8		
01.03.3	Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
LAFS.910.RST.3.9		
01.04	Range of Reading and Level of Text Complexity		
01.04.1	By the end of grade 9, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
01.04.2	By the end of grade 10, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] at the high end of the grades 9–10 text complexity band independently and proficiently.
LAFS.910.RST.4.10		
02.0	Methods and strategies for using Florida Standards for grades 09-10 writing in Technical Subjects for student success in Game/Simulation/Animation Advanced Applications.		
02.01	Text Types and Purposes		
02.01.1	Write arguments focused on discipline-specific content.
LAFS.910.WHST.1.1		
02.01.2	Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
LAFS.910.WHST.1.2		
02.02	Production and Distribution of Writing		
02.02.1	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
LAFS.910.WHST.2.4		
02.02.2	Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
LAFS.910.WHST.2.5		
02.02.3	Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
LAFS.910.WHST.2.6		
02.03	Research to Build and Present Knowledge		
02.03.1	Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
LAFS.910.WHST.3.7		
02.03.2	Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
LAFS.910.WHST.3.8		
02.03.3	Draw evidence from informational texts to support analysis, reflection, and research.
LAFS.910.WHST.3.9		
02.04	Range of Writing		
02.04.1	Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
LAFS.910.WHST.4.10		
03.0	Methods and strategies for using Florida Standards for grades 09-10 Mathematical Practices in Technical Subjects for student success in Game/Simulation/Animation Advanced Applications.		
03.01	Make sense of problems and persevere in solving them.
MAFS.K12.MP.1.1		
03.02	Reason abstractly and quantitatively.
MAFS.K12.MP.2.1		
03.03	Construct viable arguments and critique the reasoning of others.
MAFS.K12.MP.3.1		
03.04	Model with mathematics.
MAFS.K12.MP.4.1		
03.05	Use appropriate tools strategically.
MAFS.K12.MP.5.1		
03.06	Attend to precision.
MAFS.K12.MP.6.1		
03.07	Look for and make use of structure.
MAFS.K12.MP.7.1		
03.08	Look for and express regularity in repeated reasoning.
MAFS.K12.MP.8.1		

Abbreviations: 
FS-M/LA = Florida Standards for Math/Language Arts
NGSSS-Sci = Next Generation Sunshine State Standards for Science

Note:  This course is pending alignment in the following categories:  FS-M/LA and NGSSS-Sci.

CTE Standards and Benchmarks	FS-M/LA	NGSSS-Sci	
04.0	Complete a safety skills inventory. – The student will be able to:			
04.01	Practice safety procedures while enrolled in this course.			
04.02	Demonstrate an understanding of safety and general policies and procedures.			
05.0	Demonstrate acceptable project values. – The student will be able to:			
05.01	Maintain a positive relationship with peers.			
05.02	Demonstrate adaptive self-management skills.			
05.03	Rotate through a wide variety of increasingly responsible experiences.			
05.04	Apply basic skills in communications, mathematics, and science appropriate to technological content and learning activities.			
06.0	Demonstrate the ability to identify and solve problems. – The student will be able to:			
06.01	Prepare a design brief for each step in the project plan to identify constraints or design boundaries.			
06.02	Identify possible solutions for each design brief.			
06.03	Complete research and development activities associated with each design brief.			
06.04	Document problems as they arise.			
06.05	Prepare a problem statement for any activity that is not successful.			
06.06	Identify possible solutions for the new problem statement.			
06.07	Continue the R & D process until workable solutions are found to each problem stated.			
07.0	Successfully work as a member of a team. – The student will be able to:			
07.01	Accept responsibility for specific tasks in a given situation.			
01.04	Document progress, and provide feedback on work accomplished in a timely manner.			
01.05	Complete assigned tasks in a timely and professional manner.			
01.06	Reassign responsibilities when the need arises.			
01.07	Complete daily tasks as assigned on one’s own initiative.			
08.0	Manage time according to a plan. – The student will be able to:			
08.01	Set realistic time frames and schedules.			
08.02	Keep a written time sheet of work accomplished on a daily basis.			
08.03	Meet goals and objectives set by the team.			
08.04	Identify individual priorities.			
08.05	Complete a weekly evaluation of accomplishments, and reevaluate goals, objectives and priorities as needed.			
09.0	Keep acceptable records of progress problems and solutions. – The student will be able to:			
09.01	Develop a record keeping system in the form of a log book to record daily progress.			
09.02	Use a project journal to identify problem statement.			
09.03	Develop a portfolio of work accomplished to include design drawings, research, drawings and plans, storyboards, models, mock-ups and prototypes.			
10.0	Plan, organize, and carry out a project plan. – The student will be able to:			
10.01	Determine the scope of a project.			
10.02	Organize the team according to individual strengths.			
10.03	Assign specific tasks within a team.			
10.04	Determine project priorities.			
10.05	Identify required resources.			
10.06	Plan research, design, development, and evaluation activities as required.			
10.07	Carry out the project plan to successful completion.			
11.0	Manage resources. – The student will be able to:			
11.01	Identify required resources for each stage of the project plan.			
11.02	Determine the methods needed to acquire needed resources.			
11.03	Demonstrate good judgment in the use of resources.			
11.04	Recycle and reuse resources where appropriate.			
11.05	Demonstrate an understanding of proper legal and ethical treatment of copyrighted material.			
12.0	Use tools, materials, and processes in an appropriate and safe manner. – The student will be able to:			
12.01	Identify the proper tool for a given job.			
12.02	Use tools and machines in a safe manner.			
12.03	Adhere to laboratory or job site safety rules and procedures.			
12.04	Identify the application of processes appropriate to the task at hand.			
12.05	Identify materials appropriate to their application.			
13.0	Demonstrate an understanding of the game and simulation development process. – The student will be able to:			
13.01	State the goals of the game or simulation clearly.			
13.02	Identify and write a plan to achieve each goal.			
13.03	Develop a list of materials and content required for each goal.			
13.04	Develop a step by step procedure for developing the game or simulation.			
13.05	Follow a written procedure.			
13.06	Record data from evaluation activities.			
13.07	Document conclusions and solutions based on evaluation results, observations and data.			
13.08	Document progress using a project log.			
13.09	Write an abstract describing the project plan.			
14.0	Demonstrate appropriate scientific content related to the project. – The student will be able to:			
14.01	Document how types of motion may be described, measured, and predicted. 			
14.02	Demonstrate how types of force that act on an object and the effect of that force can be described, measured, and predicted. 			
14.03	Document how the principles of Human Computer Interface (HCI) are incorporated into the project design.			
14.04	Demonstrate how science, technology, and society are interwoven and interdependent. 			
15.0	Demonstrate appropriate mathematics content related to the project. – The student will be able to:			
15.01	Identify different ways numbers are represented and used. 			
15.02	Demonstrate proper use of the number systems. 			
15.03	Develop effective operations on numbers and the relationships among these operations.			
15.04	Use estimation in problem solving and computation. 			
15.05	Apply theories used in the solution to numbers.			
15.06	Use quantities in the real world and uses the measures to solve problems.			
15.07	Compare data within systems of measurement (both standard/nonstandard and metric/customary). 			
15.08	Solve mathematical problems using length, time, weight/mass, temperature, money, perimeter, area, and volume, and estimate the effects of measurement errors on calculations.			
15.09	Apply appropriate units and instruments for measurement to achieve the degree of precision and accuracy required in real-world situations. 			
15.10	Describe, draw, Identify, and analyzes two-and three-dimensional shapes. 			
15.11	Visualize and illustrate ways in which shapes can be combined, subdivided, and changed. 			
15.12	Coordinate geometry to locate objects in both two and three dimensions and to describe objects algebraically.			
15.13	Describe, analyze, and generalize a wide variety of patterns, relations, and functions. 			
15.14	Uses expressions, equations, inequalities, graphs, and formulas to represent and interpret situations. 			
15.15	Uses the tools of data analysis for managing information. 			
15.16	Identify patterns and makes predictions from an orderly display of data using concepts of probability and statistics. 			
15.17	Uses statistical methods to make inferences and valid arguments about real-world situations.			
16.0	Research content related to the project and document the results. – The student will be able to: 			
16.01	Identify the basic research needed to develop the project plan.			
16.02	Identify available resources for completing background research required in the project plan.			
16.03	Demonstrate the ability to locate resource materials in a library, data base, internet and other research resources.			
16.04	Demonstrate the ability to organize information retrieval.			
16.05	Demonstrate the ability to prepare a topic outline.			
16.06	Write a draft of the research report.			
16.07	Edit and proof the research report.  Use proper form for a bibliography, footnotes, quotations, and references.			
16.08	Prepare an electronically composed research paper in proper form.			
16.09	Conduct an alpha and beta evaluation of the project’s product.			
16.10	Write a report on the evaluations, documenting results, data, observations, and design changes based on the results.			
17.0	Use presentation skills, and appropriate media to describe the progress, results and outcomes of the experience. – The student will be able to: 			
17.01	Prepare a multi-media presentation on the completed project.			
17.02	Make an oral presentation, using multi-media materials.			
17.03	Review the presentation, and make changes in the delivery method(s) to improve presentation skills.			
18.0	Demonstrate competency in the area of expertise related to the Game, Simulation & Animation education program previously completed that this project is based upon. – The student will be able to: 			
18.01	Demonstrate a mastery of the content of the selected subject area.			
18.02	Demonstrate the ability to use related technological tools, materials and processes related to the specific program area.			
18.03	Demonstrate the ability to apply the knowledge, experience and skill developed in the previous program completion to the successful completion of this demonstration.			
18.04	Demonstrate the acquisition of additional knowledge, skill and experience in one area of the selected field of study beyond the performance standards of the initial program standards.			

Additional Information

Laboratory Activities

Laboratory investigations, including the use of scientific research, measurement, and laboratory technologies are an integral part of this course.  These activities include instruction in the use of safety procedures, tools, equipment, materials, and processes related to these occupations.  Equipment and supplies should be provided to enhance hands-on experiences for students.

Special Notes

The occupational standards and benchmarks outlined in this secondary program correlate to the standards and benchmarks of the postsecondary program with the same Classification of Instructional Programs (CIP) number.

Career and Technical Student Organization (CTSO)

Florida Future Business Leaders of America (FBLA) and Business Professionals of America (BPA) are the intercurricular career and technical student organizations providing leadership training and reinforcing specific career and technical skills for secondary students.  Career and Technical Student Organizations provide activities for students as an integral part of the instruction offered.  

Cooperative Training – OJT

On-the-job training is appropriate but not required for this program.  Whenever offered, the rules, guidelines, and requirements specified in the OJT framework apply. 

Accommodations

Federal and state legislation requires the provision of accommodations for students with disabilities as identified on the secondary student’s Individual Educational Plan (IEP) or 504 plan or postsecondary student’s accommodations’ plan to meet individual needs and ensure equal access.  Postsecondary students with disabilities must self-identify, present documentation, request accommodations if needed, and develop a plan with their counselor and/or instructors.  Accommodations received in postsecondary education may differ from those received in secondary education.  Accommodations change the way the student is instructed.  Students with disabilities may need accommodations in such areas as instructional methods and materials, assignments and assessments, time demands and schedules, learning environment, assistive technology and special communication systems.  Documentation of the accommodations requested and provided should be maintained in a confidential file.

In addition to accommodations, some secondary students with disabilities (students with an IEP served in Exceptional Student Education (ESE)) will need modifications to meet their needs.  Modifications change the outcomes or what the student is expected to learn, e.g., modifying the curriculum of a secondary career and technical education course.  Note: postsecondary curriculum and regulated secondary programs cannot be modified.

Some secondary students with disabilities (ESE) may need additional time (i.e., longer than the regular school year), to master the student performance standards associated with a regular Occupational Completion Point (OCP) or a Modified Occupational Completion Point (MOCP).  If needed, a student may enroll in the same career and technical course more than once.  Documentation should be included in the IEP that clearly indicates that it is anticipated that the student may need an additional year to complete an OCP/MOCP.  The student should work on different competencies and new applications of competencies each year toward completion of the OCP/MOCP.  After achieving the competencies identified for the year, the student earns credit for the course.  It is important to ensure that credits earned by students are reported accurately.  The district’s information system must be designed to accept multiple credits for the same course number for eligible students with disabilities.

Articulation

For details on articulation agreements which correlate to programs and industry certifications refer to http://www.fldoe.org/workforce/dwdframe/artic_frame.asp.

Bright Futures/Gold Seal Scholarship

Course substitutions as defined in the Comprehensive Course Table for this program area may be used to qualify a student for Florida’s Gold Seal Vocational Scholarship, providing all other eligibility requirements are met.  Eligibility requirements are available online at https://www.osfaffelp.org/bfiehs/fnbpcm02_CCTMain.aspx. 

Fine Arts/Practical Arts Credit

Many courses in CTE programs meet the Fine Arts/Practical Arts credit for high school graduation (http://www.fldoe.org/articulation/CCD/files/pacourses1314.pdf).  A listing of approved CTE courses is published each year as a supplemental resource to the Course Code Directory (http://www.fldoe.org/articulation/CCD/default.asp).